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- 914 -

 40 2013 3

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- 915 -

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- 916 -

 40 2013 3

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- 918 -

 40 2013 3

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30.725

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0.318

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32.43

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27.75

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41.90

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30.53

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46.60

26.67

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35.65

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- 920 -

 40 2013 3

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26.95
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- 921 -

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193.664

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78.892

39.446

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- 922 -

 40 2013 3

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Pontecorvo, 1998; Musselman and Szanto, 1998; Anita,

) Reed and Kreimeyer, 2005

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2013 3 40

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The Effectiveness of a Training Program in Treating the Difficulties of Written

Expression Among Hearing Impaired Students in Jordan
Faisal S. Al-Hayek and Ibrahim A. El-Zraigat *

ABSTRACT
The aim of the study was investigating the effectiveness of a training program in treating the difficulties of written
expression among hearing-impaired students in Jordan. The quasi-experimental design was used in applying the
training program of the written expression on the sample members who were chosen from Al-Amal School,
Queen Alia School, and Al-Raja School. The sample consisted of (52) students from the sixth grade. The members
of the sample were randomly distributed into two groups: an experimental group which included (24) students,
and were trained on the written expression program, and a controlling group which included 28 students, and did
not receive any training. The written expression test and a training program was developed. The results of the
study indicated that the hearing-impaired students had difficulties in written expression in terms of form and
content. Also, the study indicated to the effectiveness of the training program in improving the written expression
skills in the dimensions of content and form. The study recommends the need for paying attention to the
functional written expression skills among the hearing-impaired students and adding exercises related to the
written expression skills in the hearing-impaired students curricula.
Keywords: Hearing-impaired students, Writing, written expression, Special education.

________________________________________________
* Faculty of Education, Al-Qassim University, Saudi Arabia; and Faculty of Educational Sciences, The University of
Jordan. Received on 30/10/2012 and Accepted for Publication on 12/3/2013.

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